TRANSFER
Using knowledge and skills in a new situation
Types of Transfer
NEAR
Tasks are perceptually similar and behavior is triggered automatically
Driving a Ford and driving a Chevy
Typing on a typewriter and on a computer
FAR
Tasks are conceptually similar (follow the same rule) even though they don't look similar on the surface
Using one kind of word processor and then another one (same concepts are present)
Driving a car and driving a powerboat
See some examples of near/far transfer.
The Transfer Continuum
Identical situation
(recall) (nearest)
Near transfer
Far transfer
Problem Solving (farthest)
To
see some examples of the continuum
A Transfer Analysis
|
Type of Task |
Near Transfer |
Far transfer |
|
Task conditions |
Perceptually similar |
Conceptually similar |
|
Learner behavior called |
"Low road" transfer |
"High road" transfer |
|
What causes transfer |
Automatic triggering |
Mindful abstraction |
|
Teaching strategy |
"Hugging", practice, overlearning |
"Bridging", verbalization, exaggerated cues |
Examples of "hugging" and "bridging"
Hugging - simulations, role playing, "apprenticeships", mock tests, labs
Bridging - project-based,
analogies and metaphors, articulating the principle
using multiple learning settings, teaching problem solving and
creative thinking
VERTICAL
Aspects of an initial skills are used to build a more advanced skills
Math
Reading
LATERAL
Knowledge of one task helps another even though it is not necessary
Related Languages
History and Literature
Psychology and Sociology
See some examples of vertical/lateral transfer.
GENERAL
Tasks are different in content, but skills may be similar
Reading different textbook types
Writing clearly
SPECIFIC
Knowledge in one area is related or overlaps knowledge in another area but is not required for the other area
Calculus and Statistics
See some
examples of general/specific transfer.
Positive Transfer
Previous learning facilitates later learning
e.g. typing skills go from typewriter to computer keyboard
Negative Transfer
Previous learning interferes with later learning
WAYS TO FACILITATE TRANSFER
Aim for meaningful learning
Require thorough learning
Teach principles, especially articulation of them
Use instruction that is similar to real use
Give lots of practice on a variety of examples
Teach close it time to a transfer opportunity